Childhood trauma and Resiliency Research Paper Example | Topics and Well Written Essays - 1750 words

Childhood trauma and Resiliency - Research Paper Example During the aftermath of these events, it is possible that the children cannot sustain psychological well-being. Situations that do not result in a child’s capacity to successfully deal with a traumatic experience could be due to the risk factors that lead to a more difficult recovery (Applied Research and Consulting, LLC et al., 2002). Among the major factors that influence a child’s success in dealing with the trauma are: (1) being a direct witness to the traumatic event, (2) involvement or exposure of a family member to the event, (3) having members of the family dying during such an event, (4) already having a previous mental or psychological problem and (5) having no support network. After traumatic events, some children may require the help of professionals in order to deal with the adverse effects. Children who have faced adverse and traumatic events could go the probabilistic path towards failure and disruption in performance of developmental tasks that increase psychopathology and maladaptation (Cicchetti, 2002). However, not all children who faced trauma, as in the case of abused and neglected children, develop maladaptation. Some children are able to effectively cope and successfully perform the developmental tasks that are required for their age. With time, acute distress could disappear; children cope and grow into competent adults. Many children have risen out of adversity to become highly successful and well-adjusted, leading responsible and fulfilling lives. These children have made the best out of adversity. Some face their trauma head-on, make the most of their lives, and positively influence other people’s lives. Success in the face of adversity has been attributed the development and prevalence of resilience. Resilience is a form of human adaptation arising from mechanisms that result in improving children’s capacity to adapt and cope with traumatic stress and adversity. Resilience has been

Blood Clotting Essay Example for Free

Blood Clotting Essay Coagulation, or thrombogenesis, is the process by which blood clots in an attempt to restrict blood loss from an injury site, and repair the damaged vessel. Most of the time clotting is a good thing, however there are circumstances when a clot can form abnormally, leading to heart attack, stroke, or other serious medical problems. A blood clot forms almost immediately after the bleeding occurs, which is possible through enzymes and other substances in blood that respond to breaks in vessel walls. The clot is a temporary fix preventing further blood loss. There are four major parts of blood clot formation. The first step in clotting is the formation of the platelet plug. Platelets are the smallest of the three major types of blood cells whose primary function is to prevent bleeding. When encountering a damaged blood vessel, the platelets become stimulated and rush to the injury site where they clump together, forming a plug and restricting the bleeding. They also release substances to begin the chemical reaction of the clotting process. These chemical reactions are responsible for growing the blood clot. Dissolved proteins, also referred to as clotting factors, are contained within the blood for the purpose of promoting blood clots. These proteins send signals to each other and enhance each other’s activity exponentially at the site of injury, resulting in a rapid chemical chain reaction which produces fibrin, the main protein forming clots. This blood clot formed with fibrin is tougher and more durable than the platelet plug. Once the blood clot forms, it is important that it not grow and spread to the rest of the body, which can cause serious damage. This is where â€Å"anti-clotting† comes in to play. Proteins such as antithrombin, protein C, and protein S, are known anti-clotting proteins and exist in a natural balance with the clotting factors. These substances work to neutralize excess clotting factors, preventing the clot from going to places it should not. The final part of the process is where the clot is slowly broken down by the body. Once the damaged tissue heals, the body gradually degrades the clot and reabsorbs it. The tough fibrin strands in a blood clot are dissolved by an enzyme called plasmin. Plasmin is activated by other substances working together to help the clot break down. The whole process of blood clotting is whenever the blood is exposed to certain substances. These are known as thrombogenic substances because they promote the formation of thrombus (clot). Many of these substances, such as tissue factor, collagen, and von Willebrand factor, are located in the skin or in the blood vessel walls, typically separated from flowing blood. If they come into contact with flowing blood, this typically means the blood vessel wall is ruptured and bleeding. A clot may also form when blood is not flowing properly. http://www.hematology.org/patients/blood-disorders/blood-clots/5233.aspx http://www.webmd.com/a-to-z-guides/blood-clots

Cultural Analysis of Pakistan

Cultural Analysis of Pakistan Definition of culture The culture of the educational system of Pakistan is comprised of a variety of local culture, social, political, economic factors, and factors from the broader global context. This system has been influenced by the many eras of numerous philosophies and worldviews. The Eastern ideas tend to highlight faith, responsibility towards one’s family and community, and the respect of elders (Gupta, 2007) as being the foundational aspects to education. Yet, it has been the western influences that greatly affected Pakistan educational culture. These Western influences emphasized the importance of education to every individual but they excluded religion and morality from academics. They also shift towards making education a fundamental right to all citizens and standardized curricula and assessments. Nonetheless, because Pakistan communities are mostly traditional, the education of females are dominated by cultural and religious values therefore obtaining an academic education is not perceived as greatly important to a female’s educational development. On the other hand the males are encouraged to obtain a solid education. Although the country’s constitutions eliminates gender inequality for education allowing and encouraging both male and females to attend schools, traditional practices are still being strongly upheld. Society perceives females as having a productive role within the confines of the home. They restrict the females to informal education such as the learning and teaching of home management and child rearing or specializing in domestic skills to be good mothers and wives. In contrast the males are strongly encouraged to attend school. They are taught that the male is the sole breadwinner of the home and he is supposed to dominate the world outside the home therefore it is imperative that he is equipped with the educational skills to compete for resources in the public arena. Recently, despite the government attempt to alleviate the gender gap in education by providing more schools and educational services for females, the rate of literacy in females when compared to males are still extremely low. Generally patriarchal values governs the social structures in Pakistan and the female gender is seen as properties to the males instead of individuals. So too, the culture of the educational system of Pakistan follows, where the male is in control and dominate over the females. In relation to the culture of educational system of America; for females, formal education was discouraged and mostly prohibited, it was seen by society as being unnatural for a woman to obtain any form of higher education. Females who venture into achieving education mostly learned forms of traditional domestic skills such as sewing, cooking and cleaning. Much like the female Pakistanis who were taught to take care of the home and trained to be good mothers and wife so too were the females of America. However, the societies have changed and the culture of education has drastically changed through the eras of females and feminist activists fighting for the right to equality in education amongst gender. Now both males and females are free to attend single sex or co-sex schools. The current societies of America strongly and equally encourages both males and females to achieve the highest forms of education in any field they desire. Society places great emphasis on obtaining solid academic education because they see education as a way of betterment to an individual’s life. Through accomplishing success in education society portrays that an individual will have all the convenience of the materialistic world. Therefore, parents and adults compel and sympathizes with the younger generations to attend school. Some children embrace this encouragement and try to achieve educational success. Although the elders see education in this light, some of the younger generations do not apprec iate the value of being formally educated. There are children who go through the system because they are forced by both the laws and their parent to be formally educated. The influence of their elders are ineffective in their educational decision in whether they choose to embrace or reject education. The government has a major role in the education system of America. Education whether privately or publicly is mandated by the laws of states to be compulsory, where all children must attend school between an average ages of five to sixteen. The government sector is primary responsible for the education system of America. They set the standards, create the curricula and assessment, provide some of the additional recourses free such as transport and lunch to all students in the public schools. The government also provides means in which children with disabilities can still attend school and achieve a degree of formal education. All these aspect are provided in an attempt to make education a successful part of human development. History of the culture In America the history of education started with, what is known as â€Å"dame schools† in the 1700s; it is where older females would teach their children basic knowledge preparing their boys for town schools, back then only the boys were allowed to attend town schools. Whereas, the girls were thought only to the point of dame school and then thought skills at home, such as cooking, sewing, washing etc. However, in the 19th century some girls began attending town school, they were only allowed to go to school at times where boys were not at school and if there were space in classes after all boys were accommodated. Soon after the wave of feminism began, when women started fighting for their rights. They fought that they should gain rights to educate themselves by attending public schools and argued that the only difference between man and women were socially created differences. After battling against the gender oppression, women finally gained rights to attend public school du e to government acts and conventions. In Cambridge, Massachusetts, Radcliffe College which is a woman’s liberated Arts College was established, which functioned as a female coordinate institute for the all-male Harvard College. The Harvard Annex, which is a private program for women created by Harvard, was found in 1879 after women determinedly try to become a part of Harvard educational program. Arthur Gilman, was the founder of The Annex/Radcliffe, at that time women education was unacceptable. Gilman was a Cambridge resident who wanted to sustain a tertiary educational opportunity for his daughter that was more than what was available in female educational opportunities; the new womens colleges. He discussed it with the chair of Harvards department, he showed a plan to have Harvard facilitate a small group of Cambridge and Boston women, and he presented his idea to Harvard President Charles William Eliot. Which was then approved; Gilman and Eliot gathered a group of well-connected Cambridge women to help facili tate the plan. 44 members of the Harvard faculty were then convinced to give lectures to female students for extra income which would be paid by the committee. The program is known as The Harvard Annex. The courses of study were 51 courses which were in 13 subject areas in the first year. Courses which were offered are in Greek, English, Latin, French, Italian, German and Spanish. Also in music, mathematics physics, natural history, philosophy and political economy. This movement was the beginning of the equality of education for both gender. In Pakistan through the eras of history education was perceived from a traditional and cultural stand point. The traditional educational system, which focuses on Islam, experienced an exponential growth since the 1970s, influenced by the wave of Islamic fundamentalism from Iran. The woman was the care takers of the home, while the men dominate by going out and working. History shows that education was always a priority to for the male, because they would have to go out into the world and work and provide for their families. But the society frowned upon women educating themselves because they were taught from their ancestors to specialize in domestic skills and take the roll of mother and wife, staying at home and providing for the family needs. However, this inequality is based strictly on the thoughts of society. As the government of Pakistan is working towards providing equality in the educating system for both male and female. The only problem they face is funding institutes to ed ucate girls. Since most girls who are educated come from wealthy families, feminist believes that helping to educate all girls, even from rural areas would help with the upbringing of the country, and increasing the funding towards educating girls would help in that aspect. It would allow girls to gain higher education, therefore relate to higher paying jobs. This would help with the uplifting of families and the country. The government of Pakistan does not stop anyone from receiving education in the country, whether it’s a girl or boy they are all allowed to receive equal education. However, it is society that places the inequality in education amongst boys and girls; it is based on certain beliefs in gender, separating their roles, causing bias in genders. Approximately twice as many boys receive academic education as girls in the country of Pakistan. But as of the year 2000-2007 the government have been taking a toll of this bias and looking to improve the inequalities that the females face as a result of gender. The Pakistani people follow traditions of their ancestors rather than what is believed by others, they see the males as the breadwinners and believe that that is the way it should be. But between the years 2000-2004 the country had a dramatic improvement in education, having a higher percentage of graduates every year, improving the countries status, however, Pakistan still has one of the highest illiteracy rates in the world. References National Womens History Museum. (n.d.). NWHM. Retrieved June 26, 2014, from http://www.nwhm.org Education in pakistan. (n.d.). Wikipedia. Retrieved June 25, 2014, from http://www.wikipedia.org/ History of women education in the U.S.A. (n.d.). Wikipedia. Retrieved June 25, 2014, from http://www.wikipedia.org/ Womens education in pakistan. (n.d.). Wikipedia. Retrieved June 25, 2014, from http://www.wikipedia.org/

Essay --

The attack on Pearl Harbor in â€Å"1941, December 7† had been a life changing event for the people who had witnesses the attack and the people who were in the attack. But the whole nation had felt the sadness, anger, and other feelings that came from the attack on Pearl Harbor. In the attack there had been key players that been important to the attack either generals or pilots from the Japanese side or from the U.S military. There had been warning signs that could have prevented the surprise of the U.S Navy troops but many had either been too late or had been ignored. Many lives had been taken that day from both sides of the fight, from civilians in Hawaii to Japanese, â€Å"2,403 people died, 183planes destroyed, and 8 ships damaged or destroyed† that was just from the American side many other died from the Japanese side. The â€Å"†¦7 out of the 8 ships had been in battleship row†¦Ã¢â‚¬  many people died on the ships. The ships that had been damaged or de stroyed are†Ã¢â‚¬ ¦ the USS West Virginia†¦USS Oklahoma†¦ the USS Arizona†¦USS California†¦ USS Maryland†¦USS Tennessee†¦USS Nevada†¦Ã¢â‚¬ and all except the USS California had been in battleship row. The people that had survived the attack had told of what it was like during the attack in such detail that nobody will forget that day. They told the story like it was yesterday, like they just can from the attack on Pearl Harbor on December 7 1941. The different perspective of the attack could be seen as a success or a lost depending on the person who was there and experienced it. That day could never be forgotten like the 9/11 attacks that happen on November 9, 2001 so many emotions on that from the event that affected so many lives. Both of the attacks could be similar and different in some ways and could be view... ...urprised they were when we came and left so fast. On December 7, 1941 it was a day for the Japanese to remember as a victory and a day to be proud. What can we learn from the attack on Pearl Harbor and the 9/11 attack? There many things that is similar and different in both attacks and we can use these two events to help learn from our mistakes in the future. From both of the attacks we now know that something unexpected could happen at any time any day. In the Pearl Harbor attack there had been warning signs that could have prevented the surprise of the attack and the total number of death of civilians and people all together. But in the 9/11 attack the moment that the planes have been taken the fate of the people was almost sealed. From these two events we learned that the security of the nation needs to be more prepared for what might happen in the future.

Digital Fortress Chapter 35

Becker stared in shock at Rocio. â€Å"You sold the ring?† The woman nodded, her silky red hair falling around her shoulders. Becker willed it not to be true. â€Å"Pero†¦ but†¦Ã¢â‚¬  She shrugged and said in Spanish, â€Å"A girl near the park.† Becker felt his legs go weak. This can't be! Rocio smiled coyly and motioned to the German. â€Å"El queria que lo guardara. He wanted to keep it, but I told him no. I've got Gitana blood in me, Gypsy blood; we Gitanas, in addition to having red hair, are very superstitious. A ring offered by a dying man is not a good sign.† â€Å"Did you know the girl?† Becker interrogated. Rocio arched her eyebrows. â€Å"Vaya. You really want this ring, don't you?† Becker nodded sternly. â€Å"Who did you sell it to?† The enormous German sat bewildered on the bed. His romantic evening was being ruined, and he apparently had no idea why. â€Å"Was passiert?† he asked nervously. â€Å"What's happening?† Becker ignored him. â€Å"I didn't actually sell it,† Rocio said. â€Å"I tried to, but she was just a kid and had no money. I ended up giving it to her. Had I known about your generous offer, I would have saved it for you.† â€Å"Why did you leave the park?† Becker demanded. â€Å"Somebody had died. Why didn't you wait for the police? And give them the ring?† â€Å"I solicit many things, Mr. Becker, but trouble is not one of them. Besides, that old man seemed to have things under control.† â€Å"The Canadian?† â€Å"Yes, he called the ambulance. We decided to leave. I saw no reason to involve my date or myself with the police.† Becker nodded absently. He was still trying to accept this cruel twist of fate. She gave the damn thing away! â€Å"I tried to help the dying man,† Rocio explained. â€Å"But he didn't seem to want it. He started with the ring-kept pushing it in our faces. He had these three crippled fingers sticking up. He kept pushing his hand at us-like we were supposed to take the ring. I didn't want to, but my friend here finally did. Then the guy died.† â€Å"And you tried CPR?† Becker guessed. â€Å"No. We didn't touch him. My friend got scared. He's big, but he's a wimp.† She smiled seductively at Becker. â€Å"Don't worry-he can't speak a word of Spanish.† Becker frowned. He was wondering again about the bruises on Tankado's chest. â€Å"Did the paramedics give CPR?† â€Å"I have no idea. As I told you, we left before they arrived.† â€Å"You mean after you stole the ring.† Becker scowled. Rocio glared at him. â€Å"We did not steal the ring. The man was dying. His intentions were clear. We gave him his last wish.† Becker softened. Rocio was right; he probably would have done the same damn thing. â€Å"But then you gave the ring to some girl?† â€Å"I told you. The ring made me nervous. The girl had lots of jewelry on. I thought she might like it.† â€Å"And she didn't think it was strange? That you'd just give her a ring?† â€Å"No. I told her I found it in the park. I thought she might offer to pay me for it, but she didn't. I didn't care. I just wanted to get rid of it.† â€Å"When did you give it to her?† Rocio shrugged. â€Å"This afternoon. About an hour after I got it.† Becker checked his watch: 11:48 p.m. The trail was eight hours old. What the hell am I doing here? I'm supposed to be in the Smokys. He sighed and asked the only question he could think of. â€Å"What did the girl look like?† â€Å"Era un punki,† Rocio replied. Becker looked up, puzzled. â€Å"Un punki?† â€Å"Si. Punki.† â€Å"A punk?† â€Å"Yes, a punk,† she said in rough English, and then immediately switched back to Spanish. â€Å"Mucha joyeria. Lots of jewelry. A weird pendant in one ear. A skull, I think.† â€Å"There are punk rockers in Seville?† Rocio smiled. â€Å"Todo bajo el sol. Everything under the sun.† It was the motto of Seville's Tourism Bureau. â€Å"Did she give you her name?† â€Å"No.† â€Å"Did she say where she was going?† â€Å"No. Her Spanish was poor.† â€Å"She wasn't Spanish?† Becker asked. â€Å"No. She was English, I think. She had wild hair-red, white, and blue.† Becker winced at the bizarre image. â€Å"Maybe she was American,† he offered. â€Å"I don't think so,† Rocio said. â€Å"She was wearing a T-shirt that looked like the British flag.† Becker nodded dumbly. â€Å"Okay. Red, white, and blue hair, a British flag T-shirt, a skull pendant in her ear. What else?† â€Å"Nothing. Just your average punk.† Average punk? Becker was from a world of collegiate sweatshirts and conservative haircuts-he couldn't even picture what the woman was talking about. â€Å"Can you think of anything else at all?† he pressed. Rocio thought a moment. â€Å"No. That's it.† Just then the bed creaked loudly. Rocio's client shifted his weight uncomfortably. Becker turned to him and spoke influent German. â€Å"Noch et was? Anything else? Anything to help me find the punk rocker with the ring?† There was a long silence. It was as if the giant man had something he wanted to say, but he wasn't sure how to say it. His lower lip quivered momentarily, there was a pause, and then he spoke. The four words that came out were definitely English, but they were barely intelligible beneath his thick German accent. â€Å"Fock off und die.† Becker gaped in shock. â€Å"I beg your pardon? â€Å"Fock off und die,† the man repeated, patting his left palm against his fleshy right forearm-a crude approximation of the Italian gesture for â€Å"fuck you.† Becker was too drained to be offended. Fuck off and die? What happened to Das Wimp? He turned back to Rocio and spoke in Spanish. â€Å"Sounds like I've overstayed my welcome.† â€Å"Don't worry about him.† She laughed. â€Å"He's just a little frustrated. He'll get what's coming to him.† She tossed her hair and winked. â€Å"Is there anything else?† Becker asked. â€Å"Anything you can tell me that might help?† Rocio shook her head. â€Å"That's all. But you'll never find her. Seville is a big city-it can be very deceptive.† â€Å"I'll do the best I can.† It's a matter of national security†¦ â€Å"If you have no luck,† Rocio said, eyeing the bulging envelope in Becker's pocket, â€Å"please stop back. My friend will be sleeping, no doubt. Knock quietly. I'll find us an extra room. You'll see a side of Spain you'll never forget.† She pouted lusciously. Becker forced a polite smile. â€Å"I should be going.† He apologized to the German for interrupting his evening. The giant smiled timidly. â€Å"Keine Ursache.† Becker headed out the door. No problem? Whatever happened to â€Å"Fuck off and die†?

Creatine Crazy essays

Creatine Crazy essays Now batting in the clean-up position at this years baseball World Series is Mr. Creatine (Frankel 1). As the pitcher winds up, he knows in his heart that his new opponent, an amino acid supplement hiding in the muscle tissues of the batter, now threatens him. He delivers the pitch over the fat part of the plate and Mr. Creatine swings and drives the ball deep into center field. Back, back, back, going, going, gone, another awesome four hundred ten foot homerun for Mr. Creatine and the Major League Baseball Association! Thats right, more homeruns and runs batted in, as well as an increased popularity and swelling revenue at the box office, have brought national attention to the sport of baseball. To use or not to use, that is the question (Frankel 1). For years and years, athletes of all sports were using steroids to bulk up their physique. Today, the use of steroids has dropped rapidly since the presence of mandatory drug testing in professional sports. However, athletes are s till trying to obtain a performance edge, and many have found that answer in creatine. The controversy continues as trainers, coaches, and owners are arguing its use on a daily basis. What will the long-term effects be to young high school, college, and professional athletes? Certainly there are risks involved with creatines use, however baseball needs creatine for its own survival. According to the Dymatize Creatine Manufactory (DCM), creatine monohydrate is a naturally occurring metabolite found in red muscle tissue. DCM also explains that the supplement acts as a powerful aid in the energizing of muscle strength and the enhancing of athletic performance. (Williams 1) Creatine is one of the twenty amino acids, and can be found in lean red meat, tuna, salmon, pork, or beef. For example, a two-pound beefsteak equals approximately 5 grams of creatine, and a two pound piece of salmon contains around 6 gra...